高等学校英語検定教科書が扱う文化題材の考察 －異文化理解の観点から－ • The Analysis of Cultural Issues in Japanese High School English Textbooks: From the Perspective of Intercultural Understanding

2016 ◽  
Vol 40 (1) ◽  
pp. 3
Author(s):  
Kouki Ookawa
Keyword(s):  
High School ◽  
Ministry Of Education ◽  
Cultural Issues ◽  
Intercultural Understanding ◽  
Teaching English ◽  
High School English ◽  
English Textbooks ◽  
Asian People ◽  
Cultural Components

Cultural understanding is one main objective in teaching English at Japanese high schools, as suggested by the Ministry of Education (MEXT). Four cultural components, in twelve English textbooks, were examined: variety of categories, areas where English was used, the purposes of the materials, and the quality of the content. The result of this research indicates that these materials cover tangible contents such as places and buildings and intangible ideas such as certain beliefs and personal views. American and Japanese topics were frequently used, while the number of lessons related to countries where English is used as the second language was very small. These findings suggest that it is necessary to increase not only the content concerned with those countries but also with Asian nations such as Korea, China, and Taiwan since many students will have chances to communicate with these Asian people in English in the future. 文化理解教育は文部科学省が作成した学習指導要領の外国語科の指導目標の1つであり、英語教科書を通じて学習する過程で大変重要である。本論では12の高校英語教科書に掲載されている文化的な素材を、カテゴリー、英語が使われる地域、題材の意図、内容の質的観点から調査した。研究結果は、教材の内容は場所や建物などの具体的なものから、信条や個人的な考え方などの抽象的な概念まで、様々な種類の題材を扱っていることを明らかにした。アメリカと日本の文化は多くのレッスンにおいて頻繁に扱われていたが、インドやシンガポールなど英語が公用語の1つとなっている国についての文化紹介の頻度は少なかった。これらの調査結果から筆者は、このような扱われる頻度の少ない国々についての題材を増やすだけでなく、韓国、中国、台湾などの題材を増やす必要があることを提案する。なぜなら多くの学生が近い将来、それらのアジアの国々の人々と英語でコミュニケーションをする可能性が高いからである。

scholarly journals Analyzing Cultural Issues in High School English Textbooks in Japan

2016 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Kouki Ookawa
Keyword(s):  
High School ◽  
Junior High School ◽  
Ministry Of Education ◽  
Cultural Issues ◽  
Intercultural Understanding ◽  
High School English ◽  
Sports Science ◽  
English Textbooks ◽  
Future Direction ◽  
Education Culture

<p>It cannot be denied that intercultural understanding is crucial in the process of learning English at elementary school, junior high school, high school, and so on. This paper analyzes the high school English textbooks approved by the Ministry of Education, Culture, Sports, Science and Technology (henceforth, MEXT) in Japan from the perspective of intercultural understanding. It elucidates the types of the articles, the countries treated in the articles, and the purposes of the materials for cultural understanding. Then it discusses the characteristics of the cultural materials presented in the high school English textbooks. The result of the research shows the materials contain various kinds of categories, many materials concerning English-speaking countries. However, an important fact is that there is still too much focus on Japan and America. Finally, the paper suggests the future direction of the materials in the textbooks in order to facilitate the better intercultural understanding in the global world.</p>

scholarly journals Cultural education through the high school level English textbooks

2015 ◽  
Vol 3 (3) ◽  
pp. 95-103 ◽  
Author(s):  
Kouki Ookawa
Keyword(s):  
High School ◽  
Junior High School ◽  
School Level ◽  
Ministry Of Education ◽  
Intercultural Understanding ◽  
High School Level ◽  
High School English ◽  
Sports Science ◽  
English Textbooks ◽  
Materials Used

Abstract It cannot be denied that intercultural understanding is crucial in the process of learning English at elementary school, junior high school, high school, and beyond. This paper analyzes the high school English textbooks approved by the Ministry of Education, Culture, Sports, Science and Technology in Japan from the perspective of intercultural understanding. First, it elucidates the types of articles, the countries materials deal with, and the purposes of the materials used in the books. Then it considers important elements of intercultural education. The result of the research shows that the materials contain various kinds of categories, and many concern English-speaking countries. Furthermore, an important fact is that many materials concerning Japan, aimed at understanding its own culture, are shown in the textbooks as well. Finally, the paper suggests future direction for the use of materials in the textbooks in order to facilitate intercultural understanding.

scholarly journals Teaching English Pragmatic Features in EFL Context: A Focus on Request Speech Acts

2018 ◽  
Vol 8 (7) ◽  
pp. 829
Author(s):  
Marzieh Saadatmandi ◽  
Shahram Modarres Khiabani ◽  
Natasha Pourdana
Keyword(s):  
High School ◽  
High School Students ◽  
Speech Acts ◽  
Control Group ◽  
Teaching English ◽  
School Students ◽  
High School English ◽  
English Textbooks ◽  
Experimental Group ◽  
Iranian High School Students

This study attempted to explore the possible impacts of teaching English pragmatic features to Iranian high school students’ use of request speech acts. To this end, a sample of Iranian female high school students (n=50) between 12 to 18 years range of age participated in the study. The students with the same level of proficiency were assigned into two experimental and control groups. The data were collected by administering Multiple-Choice Discourse Completion Test (MDCT) as both the pre and the post-tests. The pragmatic features were selected from the high school English textbooks and the excerpts taken from the Top Notch series (2A, 3A, 2B). With the focus on request speech acts, the control group received conventional instructions whereas the experimental group was exposed to the researchers’ request speech act interventions. After statistical analysis of the findings, the data revealed that teaching pragmatic features has significant impact on the Iranian high school students’ performance on request speech acts. Besides, the overall responses by the experimental group showed that indirect request speech acts were more widely used than direct request speech acts as the sign of social and cultural politeness.

scholarly journals Exploring the process of teacher development toward teaching English by using the Trajectory Equifinality Modelling approach: Elementary, middle and high school comparison

Impact ◽  
2020 ◽  
Vol 2020 (9) ◽  
pp. 35-37
Author(s):  
Mitsuyo Toya
Keyword(s):  
High School ◽  
Teacher Development ◽  
Junior High School ◽  
Ministry Of Education ◽  
Teaching English ◽  
High School English ◽  
Sports Science ◽  
English Classes ◽  
Major Reform ◽  
Modelling Approach

Within the education system in Japan, English classes have historically been conducted in Japanese. While the reasons for this are obvious, there are potential pitfalls, including the fact that such classes depend on translating English to Japanese and explaining grammar principles in Japanese. In 2008 The Japanese Ministry of Education, Culture, Sports, Science, and Technology introduced a major reform to the teaching of English. The policy reform specifically related to high school English classes, but in 2019 it was updated to include junior high school classrooms. This policy placed increasing pressure on Japanese school teachers to teach English in English. Despite this increased pressure to speak English exclusively during class time, a 2019 survey found that many teachers choose to ignore the guidelines. Professor Mitsuyo Toya, who is an expert in applied linguistics and TEFL and is based at the University of the Ryukyus in Japan, is part of a team exploring the process of teacher development for teaching English in Japan. By using the Trajectory Equifinality Modelling approach, the team hopes to suggest improvements that the education sector can put in place to benefit students and teachers alike.

Identifikasi Faktor-faktor yang Memengaruhi Hasil Akreditasi SMA di Indonesia Berdasarkan Data ARKAS

2021 ◽  
Vol 10 (3) ◽  
pp. 258-269
Author(s):  
Muh Nur Fiqri Adham ◽  
Budi Susetyo ◽  
Kusman Sadik ◽  
Satriyo Wibowo
Keyword(s):  
High School ◽  
Study Groups ◽  
Quality Of Education ◽  
Ministry Of Education ◽  
Model Accuracy ◽  
National Education ◽  
Explanatory Variables ◽  
School Budget ◽  
Ordinal Logistic Regression Analysis

Accreditation is an indicator of the quality of education at the education unit level. One affects the quality of education units is the school budget. School budgets are prepared in order to fulfill 8 national education standards. School budget management uses School Activity Plan and Budget Application (ARKAS) developed by the Ministry of Education, Culture, Research and Technology (Kemendikbudristek). ARKAS is an information system for managing school budget and expenditure planning. The Research is identifies the factors that influence the accreditation of high school (SMA) with accreditation as a response variable and 17 explanatory variables sourced from ARKAS and Dapodik data using ordinal logistic regression analysis. The best model stage is the model formed that has the smallest AIC value and has high model accuracy in determining the best model. The best model stage is the third model stage which is composed of 7 explanatory variables that affect the high school accreditation rating with AIC value of 1886,20 and model accuracy of 65,79%. The variables that affect to results of accreditation include school status, percentage of students eligible PIP, ratio of the number of students per number of teachers, percentage of teachers certified educators, ratio of the number of students per number of study groups, ratio of the number of students per number of computers, and ratio of the number of students per number of toilets

scholarly journals Analyzing Writing Tasks in Japanese High School English Textbooks: English I, II, and Writing

2011 ◽  
Vol 33 (1) ◽  
pp. 27
Author(s):  
Mayumi Kobayakawa
Keyword(s):  
High School ◽  
Comparative Analysis ◽  
Writing Instruction ◽  
Writing Skills ◽  
High School English ◽  
English Classes ◽  
Free Writing ◽  
Guided Writing ◽  
English Textbooks ◽  
English I

A quantitative comparative analysis of writing tasks in English I, II, and Writing textbooks was conducted in this study. Writing tasks in the textbooks were classified into four categories: controlled writing, guided writing, translation, and free writing; and 14 subcategories. The results of the analysis show that both English I and II textbooks featured mostly controlled writing tasks and fill-in-the-blank with translation tasks, while Writing textbooks included various translation and controlled writing tasks. Overall, guided writing and free writing tasks rarely appeared in the textbooks analyzed. According to the Japanese government’s (MEXT) course of study, writing instruction is generally related to free writing tasks. Therefore, free writing skills are necessary to develop students’ practical communication abilities as defined by MEXT. These findings suggest that teachers need to support the development of practical communication abilities by proactively increasing the free writing activities in English classes. 高等学校英語教科書における「書くこと」の課題比較分析：英語Ⅰ・Ⅱ、ライティングについて 本研究では、英語Ⅰ・Ⅱ、ライティング教科書における「書くこと」の課題の量的比較分析を行った。分類方法としては、教科書の書く活動を制限作文、誘導作文、和文英訳、自由英作文の4つに大別し、さらにこれらの活動を14種類の課題に分類した。分析結果によると、英語Ⅰ・Ⅱ教科書では制限作文や日本文を見て一文埋める問題、ライティング教科書では和文英訳や制限作文の課題が多く設定されていた。全体的な特徴として、誘導作文と自由英作文の課題の占める割合は少なかった。「書くこと」に関する学習指導要領の記述内容は主に自由英作文の課題と関連していることから、文部科学省が定義する「実践的コミュニケーション能力」を育成するためには、自由英作文を書く技能が必要である。したがって、英語授業における書く活動では、自由英作文を書く機会を積極的に増やすことにより、「実践的コミュニケーション能力」の育成を支援する必要があると示唆される。

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